Chapter 6

The essential skills I would like for my students to have is proper communication, and intellectual skills.   Since my students are simultaneously learning two languages, I think memory and organization is crucial for learning. Maybe by having them learn words by what they look like on the mouth, and what the sign is in relation to the word. Then this can contribute to learning materials and topics. Like with math, memory is essential in order for students to understand it. 

I think a teacher's knowledge of the memory process is very influential for giving instructions to students. I think learning is best when it can be connected to something personal. So when I'm teaching, I might try to connect it to my students, then explain it piece by piece, and let them do some exploring of their own, like constructivism. 

Assessments

I think assessments are a very effective way to gage how much the students are actually learning. It's very important to ensure that my students are learning not only the information, but also the new vocabulary. It's important that they understand the vocabulary, know the signs for it, and are able to read and write it. Since deaf students tend to want to write the ASL translation of whatever they are working on, it is important that they learn the correct way to use their new information in english.

As a informal assessment, I would probably give them spelling tests. I could sign a word, and have them write down what that sign is. This helps with their vocabulary and spelling skills. I could also have them write a little journal about the subject. That would help their ASL to english grammar, and use of their new vocabulary.

As a formal assessment, I might have them do projects where they get up in front of the class and present. This would be a good way to grade them based on their use of the material. I could also give them a test like any other teacher would. I could do half be based on signing aspects, the other half on the english vocabulary of what we covered.

This website sort of shows how many other aspects of assessments can be used for deaf students. It goes beyond just educational assessments for the students.
http://www.ohioschoolforthedeaf.org/assessment.aspx

Chapter 13

In order to to create a productive learning environment, I think the first thing I would do would be to make sure my room has one large circle table. Since my students will be deaf, desks all around the room will not work for the environment. They all need to be in a circle to see what they are all saying in class. I also think that the atmosphere of the classroom will affect how the students learn. I will want to make sure I have a good relationship with each child to ensure their goals are reached. Sometimes it is hard to gain all of their attention at once. If you're teaching and a student looks away, he/she will miss what you're teaching since they are no longer looking at your hands. Then when you try to gain their attention back, some other kid looks away, and it can become a big mess. I think by giving them a set of rules, and conduct for the classroom, it will help to make this not happen so often. By saying, "when I'm signing, I need all eyes on me."

In my case study there is a little girl named Lisa who has become a problem for her group. She doesn't pull her weight, and it is causing drama for the whole group. They are not getting the material, and they are fighting a lot. Based on experience, there will always be a child who is an instigator. I think what I would do, would be to pull her aside and ask why she doesn't want to work with the group and do her work. I would definitely change the groups up every so often. Kids that age can't all get along all the time, so by changing things up, it not only keeps the class moving, but it gives the kids a chance to socialize with other members of their class and maybe not cause so many problems all year. 

This site sort of describes how to deal with students like Lisa, who may cause a bit of a ruckus in the classroom. 

http://learnercenteredteaching.wordpress.com/teaching-resources/effective-ways-of-dealing-with-disruptive-students/

Motivation

Motivation is what drives people to do things. For me, I would say that I use goal theory the most. I write everything in my planner, and I make to do lists like it is no one’s business. I like to time things out and know what I should be doing and when I should be doing it. I just think everything is so much easier when you have a specific schedule to follow. I think this will be beneficial in a classroom. I will know exactly how much time to spend on certain activities, things I will need for each activity, and it will help me prepare what exactly I want the students to take away from the lesson. In the deaf residential schools, all the students have an IEP, so it is very important that goals are set for them. 

PLE 1

My personal objective for the class would be to try to view everything from different perspectives. When I graduate, I will be certified to teach elementary hearing and deaf children. Also with an interest in interpreting, I would like to try to incorporate everything I learn in this class into the three categories. All three are very different roles and approaches and I would like to explore those more. I think I would like to know more about classroom inclusion programs. Often, a teacher will have a student with disabilities either intellectual and/or physical. I would like to learn more about learning and preparing for those types of students in the classroom. Both in regard to the student interaction with them, and for planning lessons and activities.